资源简介

Book 3 Unit 2 Morals and Virtues
Discussing useful structure
Teaching Objectives
linguistic ability
Be able to understand the function and meaning of the ing form as adverbial and as object complement
Be able to correctly use the verb ing form to describe the character's behavior, action, life experience, etc
learning ability
Be able to distinguish the pragmatic differences of some synonyms and use these words correctly according to the context
cultural awareness
Consciously abide by and practice the traditional Chinese virtues, and strive to spread and promote the excellent traditional Chinese culture
thinking capacity
Combined with the reality and all kinds of seeing and hearing, the moral code and virtue spirit that are universally recognized and praised by different nations in the world are sorted out and refined
Teaching Key and Difficult Points
1. Guide students to understand the function and meaning of the verb ing form as an object complement and adverbial
2. Guide students to correctly use the verb ing to describe characters' behaviors and actions, as well as their causes, purposes, results and accompanying conditions
Teaching Aids：multi-media，blackboard
Teaching Process
Step1 leading in
Activity 1: led the students to review the three forms of non-predicate verbs
Step2 presentation
Activity1：Read and observe the five sentences. Discuss the function and meaning of each -ing form.
1. During the Mid-Autumn Festival in China, families gather to admire the shining moon and enjoy delicious mooncakes.
2. His task is decorating the city hall.
3. Thinking of all the people still in need of help, Dr. Lin opened a private clinic.
4. The new People’s Republic of China saw Dr. Lin Qiaozhi playing a key role.
Activity2: Teacher help to conclude the grammar- the -ing form as the object complement and the adverbial and introduce the usage of the grammar
Step3 practice
Activity 1: Complete the sentences with the correct forms as the verbs in the box.(Activity 2 on page 18)
Activity 2: Students finish the exercise on PPT. Teacher will ask them to check the right answer on PPT.
Step4 Production
Group task: Students will be divided in to several groups. Read through the short passage about Dr Bethune in Activity 3 on page 18 and answer the questions.
1.Why did Dr Bethune come to China
2.How did he help the Chinese people during the war
3.What did Chairman Mao Zedong say about him
4.What kind of person do you think Dr Bethune was
Then share the results with whole class. Students are encouraged to use the grammar when talking.
Homework
Complete the exercises in the workbook.
Preview reading and thinking on page 20.
Blackboard Designs
Teaching Reflection
In the teaching process of this grammar course, I deeply realized that there are many problems. First of all, the class presentation is boring, resulting in students' low interest in learning. When explaining grammar points, I may rely too much on the traditional teaching mode and fail to make full use of diversified teaching methods and means to increase the interest of the class. At the same time, I also reflected that I may not have done enough in the explanation process, and could not use vivid examples to help students understand abstract grammar rules. In the future grammar teaching, I will try more innovative teaching methods, such as situational teaching, to make the classroom more interesting.

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